Creativity in the organization: the role of individual creative problem solving and computer support

Kletke, Marilyn G.; Mackay, Jane M.; Barr, Steve H.; Jones, Brian

doi:10.1006/ijhc.2001.0467

Cited by 33 publications

(26 citation statements)

References 68 publications

(102 reference statements)

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“…In this method, the teacher plays a less active role in the process of instruction and the students are, instead, totally involved (Kletke, 2001). Moreover, the students are actively involved in choosing the topic, searching for an answer to the problem, discussing and criticizing each other's opinions, and finally, selecting the best answer.…”

Section: Discussionmentioning

confidence: 99%

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The Possible Impact of Problem-solving Method of Instruction on Exceptional Students’ Creativity

Fard

Bahador

Moghadam

et al. 2014

Journal of Education and Training Studies

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The current study aimed at investigating the possible impact of the problem-solving method of instruction on the exceptional students' creativity. A sample of 50 male exceptional (Mild intellectual disability) students studying in the third grade of junior high school was chosen and divided into two equal groups. Both groups filled out the Torrance Test of Creative Thinking (TTCT) in pre-and post-test stages. They also completed the Raven Standard Progressive Matrices (RSPM) as a covariate variable. The results of covariance analysis revealed that the mean value for creativity score was higher for the students provided with the problem-solving method of instruction than that of their counterparts provided with the traditional method of instruction while the effect of intelligence was controlled. The scores obtained for the factors including fluency, flexibility, originality, and elaboration also increased through problem-solving method of instruction.

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Section: Discussionmentioning

confidence: 99%

“…One set of studies (e.g., Batey, Furnham, & Safiullina, 2010;Furnham & Bachtiar, 2008) have dealt with the role of personal characteristics. A second set of studies (e.g., Kletke, 2001;Barak & Mesika, 2007;Kandemir & Gür, Journal of Education and Training Studies Vol. 2, No.…”

Section: Introductionmentioning

confidence: 99%

The Possible Impact of Problem-solving Method of Instruction on Exceptional Students’ Creativity

Fard

Bahador

Moghadam

et al. 2014

Journal of Education and Training Studies

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“…Consistent with these findings, Amabile et al (1996) stated that physical environments can enhance creativity. Furthermore, computerized creative support systems can be helpful in facilitating the creative process, although much research still has to be done to optimize these systems (Kletke et al, 2001). Creativity support tools could be useful in:…”

Section: Creativity Within Organizationsmentioning

confidence: 99%

A review of creativity within organizations from a psychological perspective

Klijn

Tomic

2010

Journal of Management Development

122

115

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Purpose -The aim of this paper is to survey the main creativity models, mediators as well as the enhancers of organizational creativity, all from a psychological perspective. In addition, the paper seeks to identify gaps in knowledge of organizational creativity. Aspects of creativity that require closer inspection are described. Design/methodology/approach -A review of the literature on creativity within organizations from a psychological perspective was undertaken. A large number of research papers, mainly published after 1985 covering creativity and/or innovation, were identified and critically evaluated for relevance to the paper's purpose, and were judged on sufficient scholarship in order to create a narrative literature review. Findings -Despite the great amount of psychological research on creativity and innovation, only a few models and theories appear to be defined. Moreover, their predictive value and incorporation of possible influencing factors is limited. In general, it can be concluded that the field of creativity requires more in-depth research as well as a synthesis of results of various studies and models in order to effectively develop, promote and predict creativity within organizations. Research limitations/implications -The review focuses mainly on psychological aspects of creativity in organizations as published in research papers. In future studies for determining generic theories and conclusions, other aspects, e.g. sociological, cultural, economic and biological, should be taken into account. Originality/value -A large and diverse number of studies on creativity in organizations have been conducted, but a comprehensive review paper on organizational creativity is still lacking. This paper supplies this need for survey. The findings of the current paper provide a well documented framework in addressing creativity enhancers in organizational environments. Furthermore, it articulates suggestions for further research and can be a good starting-point for newcomers in this research domain.

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“…A second set of studies have dealt with the environmental ones (e.g., social, economic, cultural and educational factors). Nevertheless, among the second set of factors, the role of educational organizations seems to be of utmost significance Kletke, 2001;Stojanova, 2010).…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study of the Effect of Computer-based Instruction and Problem-solving Instruction on the Students’ Creativity

Fard

Asgary

Sarami

et al. 2014

Journal of Education and Training Studies

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The current study aimed to identify the appropriate method of teaching creativity through comparing computer-based instruction with problem-solving instruction. A sample of 50 male students studying in the second grade of junior high school was chosen and divided into two equal groups. Both groups filled out the Torrance Test of Creative Thinking (TTCT) in pre-and post-test stages. They also completed the Raven Standard Progressive Matrices (RSPM) as a covariate variable. The results of covariance analysis revealed that the mean value for creativity score was higher for the students provided with the computer-based method of instruction than that of their counterparts provided with the problem-solving method of instruction while the effect of intelligence was controlled. The scores obtained for the fluency component of creativity and those for flexibility, originality, and elaboration components also increased more through problem-solving and computer-based method of instruction, respectively. To sum up, employing computer-based method of instruction resulted in a further increase in the students' creativity.

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Creativity in the organization: the role of individual creative problem solving and computer support

Cited by 33 publications

References 68 publications

The Possible Impact of Problem-solving Method of Instruction on Exceptional Students’ Creativity

The Possible Impact of Problem-solving Method of Instruction on Exceptional Students’ Creativity

A review of creativity within organizations from a psychological perspective

A Comparative Study of the Effect of Computer-based Instruction and Problem-solving Instruction on the Students’ Creativity

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